DAILY LESSON LOG IN MATHEMATICS 3

MATATAG K to 10 Curriculum Name LOOK 1ST ELEMENTARY SCHOOL Garde Level 3

Weekly Lesson Log Name of Teacher JOVY E MABINGNAY Learning Area MATHEMATICS
Teaching Date WEEK 8 Quarter 1
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
Content Standard The learners should have knowledge and understanding of whole numbers up to 10 000.
Performance By the end of the quarter, the learners are able to represent, round, compare, and order numbers up to 10 000.
Standard
Learning The learners are able to:
Competencies
• compare numbers up to 10 000 using the symbols =, >, and <; and
order numbers up to 10 000 from smallest to largest, and vice versa.
Learning At the end of the lesson, the learners At the end of the lesson, the learners At the end of the lesson, the learners At the end of the lesson, the learners order numbers up to 10 000
Competencies compare numbers, with different compare numbers, with the same order numbers up to 5 000 from from smallest (least) to largest (greatest) and vice versa.
number of digits, up to 10 000 using number of digits, up to 10 000 using smallest (least) to largest (greatest) and
the symbols = (equal to), > (greater the symbols = (equal to), vice versa.
than) or < (less than). > (greater than) or < (less than).

II. TEACHING AND LEARNING PROCEDURES

Subject Matter COMPARING NUMBERS USING COMPARING NUMBERS USING COMPARING NUMBERS USING COMPARISON COMPARING NUMBERS USING COMPARISON SYMBOLS
COMPARISON SYMBOLS COMPARISON SYMBOLS SYMBOLS
III. LEARNING RESOURCES
References MATATAG K to 10 Curriculum MATHEMATICS Grade 3
Learning Material in MATHEMATICS Quarter1
Other References and Materials
III. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper

Activating Prior Have a review of place value and value Discuss the answers to Assessment Discuss the answers to Assessment 2. Discuss the answers to Assessment Weekly test to measure the
Knowledge of a digit in a number. 1. 3. understanding of the learners.
Expected answers:
The place value of a digit refers to the Expected answers: 1) 68 < 79 Expected answers:
position of the digit in the number, 1) 68 < 479 1) 623, 671, 3 572, 3 579
while its value is the actual value of 2) 894 > 391
the digit in the number, determined by 2) 572 > 9 2) 4 785, 4 572, 1 500, 673,
the digit’s place value.
3) 579 > 572
99
Show 1-digit, 2-digit, 3-digit, and 4-
3) 7 174 > 717
4) 6 154 < 7 397
digit numbers, with the number 2 in 4) 968 = 968
5) 9 687 = 9687
Have the learners explain their
different place values. Write them on a answers for each item.
cardboard or Manila paper. Highlight 5) 8 230 < 10 000
6) 8 309 < 8 369
the number 2 in each number. Post
each chart one at a time. Have the learners explain their
answers for each item. Have the learners explain their
answers for each item.
Thousands Hundreds Tens Ones
2

What is the place value of 2?

It is ones.
What is its value? Why? It is 2,
because it is in the ones place.

Post another number in a place value

chart. Place it below the 1st chart.
 Thousands Hundreds Tens Ones
2 7

What is the place value of 2?

It is tens.
What is its value? Why? It is 20,
because it is in the tens place.

Lesson Round numbers to nearest tens Round numbers to nearest hundreds Round numbers to nearest thousands Round numbers to nearest ten thousands Weekly test to measure the
Purpose/Intention understanding of the learners.
Round numbers, greater than, less than, Round numbers, greater than, less than, place Round numbers, greater than, less than, place Round numbers, greater than, less than, Weekly test to measure the
Lesson Language place value, rounding up , rounding down, value, rounding up , rounding value, rounding up , rounding down, neasrest place value, rounding up , rounding down, understanding of the learners.
Practice neasrest tens, hundreds, thousands, ten down, neasrest tens, hundreds, tens, hundreds, thousands, ten thousands neasrest tens, hundreds, thousands, ten
thousands thousands, ten thousands thousands

The learners have learned Say that in their lesson yesterday, Post the situation on the board. Say that in their lesson yesterday, Weekly test to measure the
Reading the Key comparing numbers up to 100 in they compared numbers with Together with the learners read the they ordered numbers from understanding of the learners.
Idea/Stem grade 1 and comparing numbers up different number of digits. given situation. smallest (least) to largest
to 1 000 in grade 2. They compared (greatest) and vice versa up to 5
numbers having different number of How do we compare numbers Situation 1: 000. Today, they will order
digits using the phrases greater with different number of digits? We Four children collected used paper numbers from smallest (least) to
than or less than. They also learned compared the number of digits. The sheets for the recycling project of the largest (greatest) and vice versa Weekly test to measure the
when two numbers are equal to number with more digits is greater. school. up to 10 000. understanding of the learners.
each other. This time, in grade 3,
they will use symbols to represent Say that in today’s lesson, they will Prepare the following: 1)
Developing these phrases: “>” for greater than, compare numbers with the same Tell the learners that today they are 12 number cards
Understanding of “<” for less than, and “=” for equal number of digits. Ask them to read going to arrange numbers from smallest
the to. the following symbols: (least) to largest (greatest) and vice Example:
Key Idea/Stem > “greater than” versa.
Prepare the following materials < “less than” 56 88 340 398
beforehand: Have the learners recall the meaning of
= “equal to”
1) number cards that you will use in the words greatest and least.
756 1 050 1 099 6 951
the lesson, with one number Prepare the following pairs of
written on each What do we mean when we say the
numbers to be compared on sheets board. Call on five learners to get
card least number? The least number is the
of paper beforehand. Post one pair of one card each and post them
number with the smallest value in a
numbers on the board. randomly on the board. You may
several copies of the comparison given set.
specify what number to choose, say,
words “greater than”, “less than”, and Example 1: one 2-digit number, two 3-digit
“equal to” written on cards or What do we mean when we say the
87 _____ 98 numbers, and two 4-digit numbers.
sheets of paper greatest number? The greatest
number is the number with the largest
Call on a learner to write his/her Example:
value in a given set.
3) masking tape answer on the board and then explain
it. 56 756 340
Post the number cards and What does it mean to arrange the
comparison cards on one side numbers from least to greatest? It 7 912 1 050
Expected answer:
of the board using the masking tape. means arranging the numbers from one
87 __<__ 98
From these number cards, get two with the smallest value to the one with Draw five blanks and put the label
numbers with different number of The number 87 is less than 98 the largest value. smallest (least) below the 1st blank
digits and place them on the board because 87 is 11 less than 98. and largest (greatest) below the 5th
for learners to compare. Focus first When the numbers are arranged from blank.
on “greater than.” Make sure the How many digits do the two numbers least to greatest, they are said to be in ____, ____, ____, ____, ____
number on the left is greater than the have? Both numbers have two digits. increasing or ascending order. Smallest
number on the right for the first three Conversely, when the numbers are Largest (Least)
examples. Place the two numbers in a place arranged in increasing or ascending (Greatest)
value chart so that the learners can order, they are arranged from least to Tell the learners that they will
Example 1: compare the numbers easily. greatest. arrange the five numbers chosen
by their classmates from smallest
24 is How do we compare the two (least) to largest (greatest).
____________ 8 numbers? Since the two numbers
have the same number of digits, we Before letting the learners to
Ask a learner to get the comparison should compare first the tens digits proceed, ask the following
phrase from the board that describes (left digits). The number with a larger questions:
the relationship between the two tens digit is greater. The value of 9 in
numbers and explain his/her answer. 98 is 90, which is larger than the What does it mean to arrange
value of 8 in 87, which is 80. numbers from least to greatest? It
24 is greater than 8 means arranging the numbers in
Thousands Hundreds Tens Ones increasing or ascending order.
Possible explanation:
8 7
• 24 is greater than 10 while 8 is
less than 10. 9 8
24 has two digits while 8 has one digit.
Have the learners bring out their Say that so far, we have been Prepare the number cards and the Ask the learners to arrange the
show-me boards. Flash two numbers comparing two numbers with the same labels largest (greatest) and smallest remaining cards on the board from
for them to compare, and ask them to number of digits but with different left (least) beforehand. Post the numbers largest (greatest) to smallest (least).
write the symbol “>”, “<”, or “=” on their or leftmost digits. But what if the left or randomly on the board.
boards to indicate the relationship leftmost digits are the same? How do
between the two numbers. Deepening we compare those numbers? Example: 6 951 398 10 000
Prepare the materials beforehand.
Show the items one at a time. Example 4: 598 3 490 4 656 88 6 475 6 955
89 ___ 82
Examples:
Post a place value chart. Have a 985 4 694 Have the following prepared on the
1) 5 ___ 78 (<) learner write the two numbers in the board.
place value chart. Place the two labels largest (greatest) at
the left and smallest (least) at the right,
2) 436 ___ 10 (>)
Thousands Hundreds Tens Ones with 3 blanks between them.
 8 9 ____, ____, ____, ____, ____ Have the learners work with their
3) 1 000 ___ 999 (>) Largest Smallest seatmate again. Give them about 10
8 2 (Greatest) (Least) minutes to do the task. Have a class
Tell the learners that they will arrange discussion afterward. Process the
4) 367 ___ 367 (=) the numbers from largest (greatest) to answers in the same manner as the
What do you observe about the digits smallest (least). previous task.
in the tens place?
5) 89 ___ 896 (<)
The digits are the same. What does it mean to arrange the Expected answer:
numbers from largest (greatest) to
Discuss the answer to each item. Since the numbers have the same smallest (least)? It means arranging the
Address any difficulties that the digit in the tens place, we have to numbers from one with the largest value
learners might have encountered. compare the digits in the ones place. to the one with the smallest value.

What do you observe about the digits When the numbers are arranged from
in the ones place? greatest to least, they are said to be in
They are different. decreasing or descending
Have the learners read the numbers
Which is larger, 9 in 89 or 2 in 82? from largest
Why? 9 is larger than 2 because it is (greatest) to smallest (least).
to the right of 2
Tell the learners that, if the same
numbers are to be arranged from
smallest (least) to largest (greatest)
largest (greatest), simply reverse
the

Making What do we mean by rounding numbers? How do we round numbers to the nearest How do we round numbers to the nearest Can we use rounded numbers in solving Weekly test to measure
Generalizations and Rounding numbers is a way of expressing a hundreds? thousands? We look at the hundreds digit problems? Yes, we can. It makes the understanding of the
Abstractions given number as an approximate number. We look at tens digit (the digit immediately to (the digit immediately to the right of the computation easier. However, in some learners.
the right of the hundreds digit). thousands digit). situations, we have to select the
What is an approximate or round number? An appropriate round numbers, such as
approximate or round number is one that is
• If the digit in the tens place is less than 5, • If the digit in the hundreds place is less than
problems involving money. For example, if
close to, but is not exactly the given number. we leave the digit 5, we leave the digit in the thousands place we want to know if we have enough money
in the hundreds place unchanged and replace to buy some items, we generally round up
How do we round numbers to unchanged and replace all the digits to its all the digits to its right (the hundreds, the the prices.
the nearest tens?* right (the tens and the ones digits) with tens, and the ones digits) with 0. We round
0. down. e.g.
We look at the ones digit (the digit to the right We round down. Is ₱300.00 enough to buy a pencil case
of the tens digit). 000
00 e.g. 3 431 3 000 (₱145.00) and a box of colored pencils
e.g. 4 3 1 400 (₱172.00)?
• If the digit in the ones place is less than 5, we
leave the digit in the tens place unchanged Less than 5: 0, 1, 2, 3, and 4
Less than 5: 0, 1, 2, 3, and 4 Actual Round Number
and replace the digit in the ones place with
(nearest
0. We round down the number. • If the digit in the hundreds place is equal to or
hundreds) ₱145.00 ₱100.00
0 • If the digit in the tens place is equal to or greater than 5, we add 1 to the digit in
e.g. 4 3 40 greater than 5, we add 1 to the digit in the the thousands place and ₱172.00 ₱200.00
• If the digit in the ones place is equal to or hundreds place and replace all the digits to replace all the digits to its right (the hundreds, Total: ₱317.00 ₱300.00
greater than 5, we add 1 to the digit in the its right (the tens and the ones digits) with the tens, and the ones digits) with 0. We
tens place and replace the digit in the 0. round up. We might think we can buy both items with
ones place with 0. We round up the We round up. ₱300.00 based on the estimates. However,
number. 5 000 the actual cost is ₱317, which is
e.g. 4 706 5 000 greater than the estimated amount of
8 0 ₱300.00. In this case, it is better to round
e.g. 7 6 80 700 Equal to or greater than 5: up both prices, which is ₱400.00.
e.g. 6 5 6 700 5, 6, 7, 8, and 9
order. Conversely, when the numbers
Equal to or greater than 5: are arranged in decreasing or order by arranging them from right to
5, 6, 7, 8, and 9 descending order, they are arranged left.
 from greatest to least.
when we arrange the numbers in
order. It is also seven more than 2. Which of the numbers is the greatest?
Why? We learned that numbers with
Say that in this case, 89 is greater more digits
than 82. is greater. First, we considered the
numbers with the largest number of
89 _>_ 82 digits. There are three 4-digit
read as “89 is greater than 82” numbers. The number 3 490 is the
smallest (least) among the three
Post another pair of numbers. numbers because its thousands digit
is only 3 compared to the other two
Example 5: numbers, which have 4 as their
589 ___ 528 thousands digit. Next, we considered
the numbers with 4 as their thousands
Post a place value chart. Have a digit, which are 4 694 and 4 656.
learner write the two numbers in the
place value chart.
3 490
Thousands Hundreds Tens Ones 4 694 4 656

5 8 9
Both numbers have the same digit in the
5 2 8 thousands place and hundreds place.
So, we compared their tens digits. The
tens digit of 4 694 is larger than that of 4
What do you observe about the digits 656. So, 4 694 is greater than 4 656.
in the hundreds place? The digits are
the same. 4 694 4 656
This means that the greatest number is
Since the numbers have the same
4 694, followed by 4 656, and then 3
digit in the hundreds place, we
490.
compare the digits in the tens
place.

What do you observe about the digits

in the tens place?
They are different. Have learners place the three numbers
on the chart.
Which is larger, 8 in 589 or 2 in 528?
Why? 8 in 589 is larger because its Which of the remaining two numbers
value is 80. The value of the digit 2 in should be placed next? Why? The
528 is only 20. remaining two numbers are both 3-digit
numbers. So, we considered the number
Say that in this case, 589 is greater which has a larger leftmost or hundreds
than 528. digit.

589 _>_ 528 The number 985 has a larger hundreds

read as “589 is greater than digit than 598, so it is larger.
528” 985 598
Post another pair of numbers.
So, 985 is to be placed after 3 490,
Example 6: followed by 598.
4 832 ___ 4 875
Have learners place the two numbers on
 Post a place value chart. Have a the chart.
learner write the two numbers in the
chart.

Thousands Hundreds Tens Ones

4 8 3 2 Pose a what if situation.
4 8 7 5

What do you observe about the digits

in the thousands place? The digits are
the same.
How about the digits in the hundreds
place? The digits are the same.
To summarize the lesson, ask the To summarize the lesson, ask the To summarize the lesson, ask the To summarize the lesson ask the
learners the following questions: learners the following questions: learners the following questions: learners the following questions:

What numbers did we compare? We What numbers did we compare? We What does it mean when we arrange What does it mean to arrange
compared numbers with different compared numbers with the same numbers from smallest (least) to largest numbers from smallest (least) to
number of digits. number of digits. (greatest)? largest (greatest)? Arranging the
It means that we are arranging the numbers from least to greatest
How did we compare numbers with How did we compare numbers with numbers in increasing or ascending means arranging them in
different number of digits? We the same number of digits? order of value. increasing or ascending order of
compared the number of digits. The value.
number with more digits is greater. For 2-digit numbers What does it mean when we arrange
If the tens digits are the same, numbers from largest What does it mean to arrange
What symbols did we use in compare the ones digits. The digit (greatest) to smallest (least)? numbers from largest
comparing numbers? We used with the larger value is the greater It means that we are arranging the (greatest) to smallest (least)?
“>” to indicate that one number is number. numbers in decreasing or descending Arranging numbers from greatest to
greater than another number. order or value. least means arranging them in
e.g. 456 > 86 e.g. 56 > 54 decreasing or descending order of
MAKING
How do we order numbers? One value.
GENERAKIZATION
We used “<” to indicate that one For 3- or 4-digit numbers If the strategy would be to separate or group
number is less than another number. leftmost digits are the same, the numbers according to the number of How do we order numbers? One
e.g. 45 < 1 000 compare the digits in the next place digits. Then, compare the numbers strategy would be to separate or
value. The digit with the larger value within each group and arrange them group the numbers according to the
We used “=” to indicate that one is the greater number. If the digits according to the given condition – number of digits. Then, compare
number is equal to another number. are still the same, keep moving to smallest (least) to largest (greatest) or the numbers within each group and
e.g. 597 = 597 the next place value until the digits vice versa. arrange them according to the
are different. The digit with the given condition – smallest (least) to
larger value in that place value is the largest (greatest) or vice versa.
greater number.

e.g. 565 > 549

5 645 > 5 627

What symbols did we use in

comparing numbers? We used
Evaluating Learning Let the learners answer Assessment 1. Let the learners answer Assessment 2. Let the learners answer Assessment 3. Let the learners answer Weekly test to measure the
Assessment 4 understanding of the learners.
Expected answers: Expected answers: 1) 68 < Expected answers:
1) 68 < 479 79 Expected answers:
2) 894 > 391 1) 623, 671, 3 572, 3 579
2) 572 > 9 1) 9 310, 7 390, 1589, 788
 3) 7 174 > 717 3) 579 > 572 2) 4 785, 4 572, 1 500, 673, 2) 513, 520, 8 590, 8 594,
99 10 000
4) 968 = 968 4) 6 154 < 7 397
5) 8 230 < 10 000 5) 9 687 = 9687
8 309 < 8 369

Additional Activities The teacher will give assignment to the class. The teacher will give assignment to the class. The teacher will give assignment to the class. The teacher will give assignment to the Weekly test to measure the
for Application or class. understanding of the learners.
Remediation (if
applicable)
Remarks The teachers technique and teaching strategy The teachers technique and teaching strategy The teachers technique and teaching strategy is The teachers technique and teaching The teachers technique and
is effective. I use differentiated activities and is effective. I use differentiated activities and effective. I use differentiated activities and strategy is effective. I use differentiated teaching strategy is effective. I
effective learning materials to help my learners effective learning materials to help my learners effective learning materials to help my learners activities and effective learning materials to use differentiated activities and
understand the lesson understand the lesson understand the lesson help my learners understand the lesson effective learning materials to
help my learners understand
the lesson
Reflection 90 % of the learners show understanding of the The learners got 100% mastery of the lesson. The learners got 100% mastery of the lesson. The learners got 100% mastery of the The learners got 100% mastery
lesson. I will give enrichment activities to those Enrichment activities will be given to the class. Enrichment activities will be given to the class. lesson. Enrichment activities will be given to of the lesson. Enrichment
who understand the lesson and give the class. activities will be given to the
remediation to those 10% who found the class.
lesson hard.